Chapter

Appraisal of Results

January 1983

In book: Cognitive Development among Sioux Children (pp.108-116)

Authors:

One of the problems which arises from our research is the concept of continuity and discontinuity of cognitive development. Piaget makes clear that we observe a functional continuity and a structural discontinuity in cognitive development by functional continuity we mean for example, that one can find in sensorimotor intelligence, the practical equivalence of classes and of relations which later are going to be constructed on an abstract level.

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Article

A Piagetian Model of Early Sensorimotor Development

January 2008

We are interested in developing a computa-tional model of Piaget's theory of sensorimo-tor intelligence. The main difficulty is that Piaget's theory is quite vague. We analyse existing approaches and find that they model some of the major features of his theory, but that these are not adequate to account for the stage transitions which Piaget described. Instead of copying features of his theory ... [Show full abstract] we advocate developing a cognitive model to ac-count for the infant development paths which he described. As a first step in this direc-tion we present a computational model of Pi-agetian development in the early sensorimotor stages. In order to extend our computational model to later sensorimotor stages, we believe that further psychological studies are required to clarify issues left open in Piaget's account.

Article

Observing object lifting errors modulates cortico-spinal excitability and improves object lifting pe...

July 2013 · Cortex

Observing the actions of others has been shown to modulate cortico-spinal excitability and affect behaviour. However, the sensorimotor consequences of observing errors are not well understood. Here, participants watched actors lift identically weighted large and small cubes which typically elicit expectation-based fingertip force errors. One group of participants observed the standard ... [Show full abstract] overestimation and underestimation-style errors that characterise early lifts with these cubes (Error video - EV). Another group watched the same actors performing the well-adapted error-free lifts that characterise later, well-practiced lifts with these cubes (No error video - NEV). We then examined actual object lifting performance in the subjects who watched the EV and NEV. Despite having similar cognitive expectations and perceptions of heaviness, the group that watched novice lifters making errors themselves made fewer overestimation-style errors than those who watched the expert lifts. To determine how the observation of errors alters cortico-spinal excitability, we measured motor evoked potentials in separate group of participants while they passively observed these EV and NEV. Here, we noted a novel size-based modulation of cortico-spinal excitability when observing the expert lifts, which was eradicated when watching errors. Together, these findings suggest that individuals' sensorimotor systems are sensitive to the subtle visual differences between observing novice and expert performance.

Article

Systematic comparison of early sensorimotor development.

Francesco Antinucci

compare the courses of development of sensorimotor intelligence of the nonhuman primate species . . . and of the human primate age of achievement . . . of the first four stages of sensorimotor intelligence by each species / macaque / cebus / gorilla / child achievement of sensorimotor intelligence stages by each species expressed as a proportion of total development between birth and stage 4 ... [Show full abstract] stage-by-stage developmental ratio of each nonhuman primate species to the child age of achievement . . . of the three phases of prehension development and of independent locomotion by each species / locomotion ratio in each species (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Chapter

Full-text available

Development of Adaptive Tool-Use in Early Childhood: Sensorimotor, Social, and Conceptual Factors

May 2014 · Advances in Child Development and Behavior

Gedeon O Deák

Tool-use is specialized in humans, and juvenile humans show much more prolific and prodigious tool-use than other juvenile primates. Nonhuman primates possess many of the basic motor and behavioral capacities needed for manual tool-use: perceptual-motor specialization, sociocultural practices and interactions, and abstract conceptualization of kinds of functions, both real and imagined. These ... [Show full abstract] traits jointly contribute to the human specialization for tool-using. In particular, from 2 to 5 years of age children develop: (i) more refined motor routines for interacting with a variety of objects, (ii) a deeper understanding and awareness of the cultural context of object-use practices, and (iii) a cognitive facility to represent potential dynamic human–object interactions. The last trait, which has received little attention in recent years, is defined as the ability to form abstract (i.e., generalizable to novel contexts) representations of kinds of functions, even with relatively little training or instruction. This trait might depend not only on extensive tool-using experience but also on developing cognitive abilities, including a variety of cognitive flexibility: specifically, imagistic memory for event sequences incorporating causal inferences about mechanical effects. Final speculations point to a possible network of neural systems that might contribute to the cognitive capacity that includes sensorimotor, sensory integration, and prefrontal cortical resources and interconnections.

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Article

Facilitation of Cognitive and Motor Development in Infants with Central Nervous System Dysfunction

May 1974 · Physical Therapy

Suzann Campbell

An infant stimulation program based on Jean Piaget’s theory of cognitive development is presented. Piaget emphasized the importance of early reflexes and sensorimotor patterns in the development of intellectual behavior. Methods of facilitating these early sucking, visual, auditory, and prehensile responses are suggested. Neurodevelopmental treatment techniques may be combined with these ... [Show full abstract] activities in a physical therapy program for high risk infants.

Article

Sensorimotor interactions lateralize speech production

January 2011 · Frontiers in Human Neuroscience

Keller Christian

Article

Full-text available

Toward a Unified Sub-symbolic Computational Theory of Cognition

June 2016 · Frontiers in Psychology

Martin Butz

This paper proposes how various disciplinary theories of cognition may be combined into a unifying, sub-symbolic, computational theory of cognition. The following theories are considered for integration: psychological theories, including the theory of event coding, event segmentation theory, the theory of anticipatory behavioral control, and concept development; artificial intelligence and ... [Show full abstract] machine learning theories, including reinforcement learning and generative artificial neural networks; and theories from theoretical and computational neuroscience, including predictive coding and free energy-based inference. In the light of such a potential unification, it is discussed how abstract cognitive, conceptualized knowledge and understanding may be learned from actively gathered sensorimotor experiences. The unification rests on the free energy-based inference principle, which essentially implies that the brain builds a predictive, generative model of its environment. Neural activity-oriented inference causes the continuous adaptation of the currently active predictive encodings. Neural structure-oriented inference causes the longer term adaptation of the developing generative model as a whole. Finally, active inference strives for maintaining internal homeostasis, causing goal-directed motor behavior. To learn abstract, hierarchical encodings, however, it is proposed that free energy-based inference needs to be enhanced with structural priors, which bias cognitive development towards the formation of particular, behaviorally suitable encoding structures. As a result, it is hypothesized how abstract concepts can develop from, and thus how they are structured by and grounded in, sensorimotor experiences. Moreover, it is sketched-out how symbol-like thought can be generated by a temporarily active set of predictive encodings, which constitute a distributed neural attractor in the form of an interactive free-energy minimum. The activated, interactive network attractor essentially characterizes the semantics of a concept or a concept composition, such as an actual or imagined situation in our environment. Temporal successions of attractors then encode unfolding semantics, which may be generated by a behavioral or mental interaction with an actual or imagined situation in our environment. Implications, further predictions, possible verification and falsifications, as well as potential enhancements into a fully spelled-out unified theory of cognition are discussed at the end of the paper.

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Article

Full-text available

Understanding the mechanisms of cognitive impairments in developmental coordination disorder

November 2013 · Pediatric Research

Developmental coordination disorder (DCD), a neurodevelopmental disability in which a child's motor coordination difficulties significantly interfere with activities of daily life or academic achievement, together with additional symptoms of diseases with childhood sensorimotor impairments, increases the risk of many cognitive problems. This exhibits the dynamic interplay between sensorimotor and ... [Show full abstract] cognition systems. However, what brain structures and pathways involved remains unknown over last decades. Here, we review developments in recent years that elucidate the neural mechanisms involved in the sensorimotor-cognitive difficulties. First, we briefly address the clinical and epidemiological discoveries in DCD as well as its co-morbidities. Subsequently, we group the growing evidence including our findings that support the notion that sensorimotor manipulation indeed affects the cognition development at systematic, circuitry, cellular and molecular levels. This corresponds to changes in diverse brain regions, synaptic plasticity, neurotransmitter and receptor activity during development under these effects. Finally, we address the treatment potentials of task-oriented sensorimotor enhancement, as a new therapeutic strategy for the cognitive rehabilitation, based on our current understanding of the neurobiology of cognitive-sensorimotor interaction.Pediatric Research (2013); doi:10.1038/pr.2013.192.

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Article

Sensorimotor Intelligence Observed

April 1976 · PsycCRITIQUES

Ruth Formanek

Article

Relationship of Elementary School Children's Private Speech to Behavioral Accompaniment to Task, Att...

September 1986 · Developmental Psychology

Laura E Berk

Tested assumptions drawn from Vygotsky's (1934 [1962]) theory about the development of private speech (PS) and its relationship to task performance, attention, and motor behaviors accompanying task orientation. 75 1st and 3rd graders were observed in their classrooms while engaged in math seatwork. Results show a developmental trend toward increasingly task-relevant and less audible PS and a ... [Show full abstract] shifting relationship of intelligence to PS with grade, which was consistent with Vygotsky's assumption that PS undergoes a curvilinear course of development that is governed by cognitive maturity. The relationship of PS to task success, as measured by classroom assignment performance and scores on the mathematics portion of the Stanford Achievement Test, varied with grade and mental ability (Cognitive Abilities Test—Primary Battery). Findings suggest that using the type of PS that is in natural developmental ascendence, given the child's level of intellectual maturity, is positively related to performance, but reverting to less mature forms is negatively predictive. Use of task-relevant PS predicted greater task attentional focus and reduction of extraneous, tension-reducing motor behaviors. Findings support Vygotsky's theory of the functional significance of PS in children's cognitive development and the validity of the theory for children's task-related behaviors in natural classroom learning contexts. (22 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

Article

СВЯЗЬ ЭМОЦИОНАЛЬНОГО ИНТЕЛЛЕКТА ДЕТЕЙ 7-8 ЛЕТ С ОСОБЕННОСТЯМИ ИХ СЕНСОМОТОРНЫХ ПРЕДПОЧТЕНИЙ

December 2013

Проверялось предположение о наличие или отсутствии связи между отдельными латеральными показателями или их сочетаниями с параметрами эмоционального интеллекта. Обследовали 31 мальчика (7,35±0,28 лет) и 29 девочек (7,39±0,29лет) с помощью набора проб для оценки ведущих руки, ноги, глаза, ухо и профиля функциональной сенсомоторной асимметрии. Эти данные были сопоставлены с результатами описания ... [Show full abstract] эмоционального интеллекта детей. Применялся регрессионный и факторный анализы. Показано, что параметры эмоционального интеллекта связаны только с параметрами латерализации в сенсорной сфере – ведущим ухом и ведущим глазом. Делается предположение о независимости латеральных показателей в сенсорной и моторной сферах и неэффективности применения профиля функциональной сенсомоторной асимметрии при описании эмоционального интеллекта

Article

Object manipulation, tool use and sensorimotor intelligence as feeding adaptations in Cebus monkeys...

November 1977 · Journal of Human Evolution

In this paper we propose a typology for classifying object manipulation and tool use. We then classify tool use as context specific or intelligent tool use on the basis of criteria drawn from Piaget's Sensorimotor Intelligence Series in human infants. In an extension of Hamilton's hypothesis we argue that intelligent tool use and tertiary sensorimotor intelligence in cebus monkeys and great apes ... [Show full abstract] is an adaptation for feeding on a variety of seasonally limited embedded food sources, while context specific tool use is an adaptation for feeding on one class of embedded food sources. We also argue that the evolution of specific object manipulation schemata must be considered separately from the evolution of intelligence.

Appraisal of Results

Abstract

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